Debates about how best to support students' transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic…

Big ideas, sometimes referred to as key, core, fundamental or threshold concepts, are widely applicable concepts at the heart of disciplines that are or have been central and influential for their fields. Attention here is particularly directed to meta-concepts common to sister disciplines in the sciences. "Learning thresholds",…

Recent emergency online learning, forced upon students around the globe as a result of COVID-19, has exposed many challenges to both learner and instructor in the online learning environment (Schultz and DeMers 2020). Among these numerous challenges is that of insufficient time management skills and learner motivation (Rouse 2013). While young…

For scholars across a wide range of disciplines, the work of building critical inquiry and guiding students to discover and hone the tools necessary to be attentive to the world is not new. Critical scholars have long understood that an engaged pedagogy of emancipation and transformation is not indoctrination but rather an invitation to become…

Purpose: In this study, the use of real environments in education and making students face real problems has been taken as a basis. The question "What is the relationship between the philosophical roots of authentic learning & geography education?" was determined as the problem status of this study. Research Methods: The method of…

Michael Young has written extensively about "powerful knowledge" as the type of knowledge that should be central in education: knowledge that is -- among many other things -- reliable and potentially testable, that helps us understand the natural and social world, and offers us a language to engage meaningfully in moral and political…

The purpose of this study was to interpret the meaning of geography teacher-researcher identities (GTRIs) using van Manen phenomenology. The raw data were obtained through in-depth interviews with nine South Korean geography teacher-researchers (GTRs). The meaningful and significant sentences and phrases were coded into 248 nodes and eventually…

The development of geocapabilities has been a concern in geographical education, and the application of geospatial technologies such as geographical information systems (GIS) has been popularized in both geography and non-geography courses. However, there are still gaps in how GIS courses could be designed to promote students' geocapabilities. In…

At present, one of the urgent problems is the systematization of information on elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course "Cultural geography" for classes of the natural-mathematical direction. In addition, the methodological structure…

The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were…

In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and "race", ethnicity and multiculture,…

This qualitative study explored the potential sources of enjoyment and boredom in geography classes among Bhutanese secondary school students. Utilizing open-ended surveys and semi-structured interviews, 206 participants aged 17 to 22, predominantly from classes 11 and 12, shared their perspectives. The thematic analysis of the data revealed four…

Inquiry-based learning is not common in secondary geography classrooms in the United States. The goal of this initial foray into design-based research was to maximize the potential of online video-case technology to disrupt this trend and support geography teachers in enacting high-quality problem-based geographic inquiry (PBGI). Informed by…

A number of geographical concepts are examined under the rubric of race and racism in Australia. The first section looks at postcolonial perspectives on race and racism and the interconnection between whiteness and European colonisation. The second section, that relies largely on the work of Australian university geographers, is premised on the…

This study aims to determine the effect of the geographical inquiry learning model with the SETS approach on complex problem-solving abilities. The hypothesis in this study consists of H0 (There is no difference in the effect of the geographical inquiry learning model with the SETS approach on the students' CPS abilities) and H1 (There is a…